1. EDUCATING THE CHILD WITH SPECIAL EDUCATIONAL NEEDS IN THE REGULAR SCHOOL: CURRENTPERSPECTIVES, SUPPORT SERVICES AND BEST PRACTICES Edilberto I. Dizon, Ed.D.

2. Normalization and Inclusion

3. Normalization is an ideology that adheres to the belief that individuals with disabilities/special needs must be provided with the same training and opportunities given their normal counterparts.is an ideology that adheres to the belief that individuals with disabilities/special needs must be provided with the same training and opportunities given their normal counterparts.

4. Normalization enables them to maximize their potentials, achieve some degree of independence in leading their lives, and access and participate in the benefits provided by/availableenables them to maximize their potentials, achieve some degree of independence in leading their lives, and access and participate in the benefits provided by/available in their communities. in their communities.

5. Normalization advocates that “educational, housing, employment, social and leisure opportunities for individuals should resemble as closely as possible the patterns, opportunities and activities enjoyed by their peers who are not disabled.”advocates that “educational, housing, employment, social and leisure opportunities for individuals should resemble as closely as possible the patterns, opportunities and activities enjoyed by their peers who are not disabled.”

6. Normalization is now anchored on legal mandates and international covenants:is now anchored on legal mandates and international covenants: a)The Magna Carta for Disabled Persons (RA #7277) in the Philippines, b)Individuals with Disabilities Education Act (IDEA 2007) in the United States and c)Salamanca Statement and Framework of Action in 1994, Spain, collectively done by participants from 25 international organizations and 92 organizations and 92 governments. governments.

7. The IDEA Act mandates: a)zero reject, b)non-discriminatory testing, c)free and appropriate education in a least restrictive environment,

8. d) due process especially along placement decision-making, and e) parent participation, among others.

9. Advocacy statements related to normalization found in the UN Convention on the Rights of the Child (1989): “… the right to survival, an opportunity to develop to the fullest, protection from harmful influences, abuse and exploitation, full participation in family, cultural and social life…” “… the right to survival, an opportunity to develop to the fullest, protection from harmful influences, abuse and exploitation, full participation in family, cultural and social life…”

10. The UN Convention on the Rights of Persons with Disabilities(2006) encourages the enactment of laws and policies upon all its member states in favor of disabled persons with the “aim of including them in everyday life, and at the same time providing equal access to educational services for everyone…”encourages the enactment of laws and policies upon all its member states in favor of disabled persons with the “aim of including them in everyday life, and at the same time providing equal access to educational services for everyone…”

11. The Salamanca Framework of Action defines inclusive education as the “education in the mainstream of regular education regardless of race, linguistic ability, economic status, gender, age, ability, ethnicity, religious and sexual orientation.” defines inclusive education as the “education in the mainstream of regular education regardless of race, linguistic ability, economic status, gender, age, ability, ethnicity, religious and sexual orientation.”

12. Let’s remember… The move towards inclusion was initially founded in the logic and principles of social and civil rights.

13. Inclusion does not aim to make the special – needs child normal!Inclusion does not aim to make the special – needs child normal! It is focused on supporting the child to achieve his best given all opportunities open to his peers who are not disabled.It is focused on supporting the child to achieve his best given all opportunities open to his peers who are not disabled.

14. Thus, inclusive education as the educational expression of normalization is anchored on the following tenets: Acceptance of the child whoever he is and whatever his disability is.Acceptance of the child whoever he is and whatever his disability is. Respect for the dignity of the child.Respect for the dignity of the child. Recognition of the child’s potential for learning in varied contexts. Recognition of the child’s potential for learning in varied contexts. 2001).2001).

15. Strong confidence in the ability of the child to become.Strong confidence in the ability of the child to become. Respect for the child’s unique/atypical developmental patterns.Respect for the child’s unique/atypical developmental patterns. Strong conviction that the child learns in a milieu of options/alternatives and practical- life situations.Strong conviction that the child learns in a milieu of options/alternatives and practical- life situations.

16. Firm belief that living and learning with the child draw forth joy and goodness among all those who serve and relate with the child.Firm belief that living and learning with the child draw forth joy and goodness among all those who serve and relate with the child. Adherence to the value of loving the child that strengthens commitment to his welfare.Adherence to the value of loving the child that strengthens commitment to his welfare.

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18. Inclusive Education: Surveying Its Parameter

19. Inclusive education helps children with special educational needs develop relationships, cultivate potentials, build up skills/competencies, and achieve psychosocial maturation, andhelps children with special educational needs develop relationships, cultivate potentials, build up skills/competencies, and achieve psychosocial maturation, and

20. prepare them for life in the mainstream. It believes that “there is no specific teaching or care in a segregated school which cannot take place in an ordinary school.” (Salamanca Report)prepare them for life in the mainstream. It believes that “there is no specific teaching or care in a segregated school which cannot take place in an ordinary school.” (Salamanca Report)

21. Who is the child with SEN? A child has special educational needs (SEN) if he/she has a learning difficulty which calls for special A child has special educational needs (SEN) if he/she has a learning difficulty which calls for special education provision education provision to be made for him/ to be made for him/ her. her.

22. Needs may fall into at least one of these four areas: Needs may fall into at least one of these four areas: a) communication and interaction, a) communication and interaction, b) cognition and learning, b) cognition and learning, c) behavior, emotional and social development, and c) behavior, emotional and social development, and d) sensory and/or physical (Warnock). d) sensory and/or physical (Warnock).

23. Inclusive education believes that the array of services for children with special educational needs (CSEN) could be available in the general education classroom.

24. Remember… The earmark of education for CSEN is individualization which could be provided in varied placement programs including regular classes. The earmark of education for CSEN is individualization which could be provided in varied placement programs including regular classes.

25. Such individualization in any type of placement program suitable to/best for the child with SEN is a provision of special education. Thus a child with SEN who is provided an individualized curricular and instructional program in a regular school is provided SPED. Such individualization in any type of placement program suitable to/best for the child with SEN is a provision of special education. Thus a child with SEN who is provided an individualized curricular and instructional program in a regular school is provided SPED.

26. The relationship of special education and general education is now seen as a continuum of placement schemes – from segregation to integration. The relationship of special education and general education is now seen as a continuum of placement schemes – from segregation to integration.

27. This now re-confirms that the end-goal of special education is the inclusion of CSEN in the mainstream of This now re-confirms that the end-goal of special education is the inclusion of CSEN in the mainstream of general education.

28. We do not, therefore, define special education as a separate system detached from general education anymore! We do not, therefore, define special education as a separate system detached from general education anymore!

29. Special education, viewed as an array of services rather than a separate, segregated system – could be present in any school or non-school program as long as individualization is provided. Special education, viewed as an array of services rather than a separate, segregated system – could be present in any school or non-school program as long as individualization is provided.

30. Such perspective enables the child to learn and grow with his regular peers in the regular class while at the same time avail of special support education services. Such perspective enables the child to learn and grow with his regular peers in the regular class while at the same time avail of special support education services.

31. Placement of CSEN in regular classes enables them to go through the ladder of schooling and even pursue a career. Many high-functioning – CSEN have enormous potential for tertiary education and competitive jobs. Placement of CSEN in regular classes enables them to go through the ladder of schooling and even pursue a career. Many high-functioning – CSEN have enormous potential for tertiary education and competitive jobs.

32. Placement in non-graded special classes does not permit an upward movement toward higher education and moreso, Placement in non-graded special classes does not permit an upward movement toward higher education and moreso, competitive employment. competitive employment.

33. The fact, however, remains that many CSEN – considering the severity of their disabilities – will have to be placed in segregated programs which include special classes. The fact, however, remains that many CSEN – considering the severity of their disabilities – will have to be placed in segregated programs which include special classes.

34. Placement decision-making is a function primarily of SPED specialists but the parents of the child – in the end – still have the final say (Dizon, 2004).

35. Inclusive education being the educational expression of normalization, is not contextualized in the school setting only.being the educational expression of normalization, is not contextualized in the school setting only.

36. Inclusive education utilizes home, neighborhood and community contexts and resources through planned curricular provisions rendered by school administrators, teachers and support services in collaboration with the family and community manpower resources.

37. From the classroom through direct classroom instruction, class/school programs, co-curricular activities/clubs/organizations, sports activities, etc.

38. To the home cooking praying reading playing

39. To the neighborhood and the community church park wet market work places zoo mall supermarket hospital Public transport

40. including exposure to/interaction with community helpers.

41. These are the venues/spheres for learning, socializing, working, spending leisure, and traveling with all others! In short, inclusive educations aims to make a child with SEN a part of humanity without discrimination, bias, oppression, and even labels! These are the venues/spheres for learning, socializing, working, spending leisure, and traveling with all others! In short, inclusive educations aims to make a child with SEN a part of humanity without discrimination, bias, oppression, and even labels!